Transition planning is a collaborative, structured process that helps special education high school students with an IEP prepare for life after graduation. By involving the student, parents/guardians, school personnel, and other relevant individuals or agencies, transition planning ensures that the student is well-equipped to live independently, work, and participate in their communities.

This process typically begins at age 16 or earlier if appropriate, and is designed to chart a course for the student's post-graduation life. The ultimate goal is to help these teens become self-sufficient young adults who are prepared for the challenges of adulthood. Through careful planning and coordination, transition planning can lead to successful post-school outcomes for students with disabilities.

The following are key components of the transition planning process:

1. Assessment: The student's strengths, interests, preferences, and needs should be assessed to identify their post-school goals. This can be done through a variety of assessments, including vocational evaluations, academic assessments, and interest inventories.

2. Goal-setting: Based on the assessment results, the student should set goals for their post-school life. These goals should be specific, measurable, attainable, relevant, and time-bound (SMART).

3. Transition services: The student's Individualized Education Program (IEP) should include a description of the transition services needed to help the student achieve their post-school goals. These services may include vocational training, job coaching, independent living skills instruction, and community-based instruction.

4. Agency collaboration: The school should collaborate with relevant agencies and service providers to ensure that the student's transition needs are met. These agencies may include vocational rehabilitation, adult education programs, and community-based organizations.

5. Progress monitoring: The student's progress towards their post-school goals should be regularly monitored and documented. The IEP should be reviewed and revised as necessary to ensure that the student is making progress towards their goals.

6. Graduation and post-school outcomes: The student's IEP should include a statement of the student's expected graduation date and post-school outcomes. The school should provide the student with a summary of their academic achievement and functional performance, as well as any recommendations for further education or training.